How reading and writing literacy narratives affect preservice teachers’ understandings of literacy, pedagogy and multiculturalism
Abstract
None.
Reference
Clark, C., & Medina, C. (2000). How reading and writing literacy narratives affect preservice teachers' understandings of literacy, pedagogy and multiculturalism. Journal of Teacher Education, 51(1), 63-76.
Journal
Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Literacy, Language, and Culture Course
Preservice Participants
Preservice Sample Size
8
Duration of Data Collection
Data Sources
- Focus group discussions
- Interviews
- Observations
- online discussions
- reflections
- Writing Artifacts
Data Analysis Tools
- grounded theory
- Open coding
- Triangulation
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"How Latinos/as, as an ethnic group invisible in this College of Education, were represented and studied through an introductory course on issues of language, literacy, and culture?"
Is this research question explicit from the manuscript? Yes
How might students' understandings of literacy and multiculturalism be mediated through the acts of reading and writing literacy narratives?
Is this research question explicit from the manuscript? No